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The US-based authors argue that the practice of what we currently call “international service-learning” does not generally achieve its most important goals in the context of the global South, especially those based on the development of mutually beneficial relationships with host communities. The primary impediments to achieving this goal in any interaction between students and vulnerable peoples are: (1) the belief that a student’s reflection on their experience is sufficient, both to evaluate community impact and to promote student learning; (2) the assumption that service always has positive results; and most critically; (3) the concept of service itself. While something new and positive can be created to replace international service-learning, the changes required to do so are so fundamental that the result will be something completely different from the way that international service-learning is conducted today. We argue for the need to reframe international service-learning with a focus on reciprocal learning or risk continuing to function as a neocolonial practice with likely harm to communities and to our students as we engage in practices that reify global inequality.

A Paradigm Shift in International Service-Learning: The Imperative for Reciprocal Learning